高等教育现代化的“时序模式”研究  

Research on the “Time-Sequence Models” of the Modernization of Higher Education

作　　者：钟错[1] 刘标[2] 孙卫华[3] ZHONG Cuo1, LIU Biao2, SUN Wei-hua3(1.Suzhou Vocational Health College;2.College of Education of Suzhou University; 3.Quzhou Colleg)

机构地区：[1]苏州卫生职业技术学院,江苏苏州215009 [2]苏州大学教育学院,江苏苏州215123 [3]衢州学院,浙江衢州324000

出　　处：《教育理论与实践》2018年第12期3-5,共3页Theory and Practice of Education

基　　金：浙江省高校重大人文社科项目攻关计划资助项目"浙江省乡村教师支持政策的类型与实施效应研究"(项目编号:2014QN040)的研究成果

摘　　要：高等教育现代化是一种历史过程,根据启动时间的早晚可以分为原生型、继生型和后发型三种模式。受启动时间的影响,三种模式的特征随之而变:内生性逐渐减弱,外因性逐渐突出;自发性逐渐减弱,干预性逐渐突出;先发性优势趋弱,后发性优势趋强;过程逐渐缩短,动荡趋于加剧。The modernization of higher education is a historical process and can be dtvldeO into sucn mrec tm, u- els as primitive type, successive type and post-mover type according to the time sequence when they happen. Influ- enced by the startup time, the characteristics of the three models vary with it, namely the endogenous weakening and the exogenous becoming prominent; the spontaneous weakening and the intrusive turning prominent; the pre-mover advantage weakening and the post-mover advantage becoming strong; the process shortening and the volatility turning intense.

关 键 词：高等教育现代化 原生型模式 继生型模式 后发型模式 

分 类 号：G640[文化科学—高等教育学]